Poetry Café Menu
I chose to create a menu to share my ideas on teaching poetry because, just like a menu, poetry instruction has many parts. The appetizers are things a teacher should do when first introducing poetry. These are all very important to making sure students will have a good foundation and knowledge of
poetry before they begin writing their own. Soups and salads represent the smaller lessons teachers can use to help students become successful poets. It is important to conduct these mini lessons because it helps scaffold struggling writers. Main dishes represent where a great deal of lesson time should be spent. It is important that students be given ample time to write independently, as well as time to confer with others about the poems they have written or read. Just like at the end of a meal, these desserts come after the main lesson and really help bring excitement to poetry writing. Students should have a place to write their poems, and be given time to share them with their peers. Finally, the beverages serve as small reminders about things to include in your poetry lessons, as well as the refreshing benefit of poetry.
References:
Cumming, R. (2007). Language Play in the Classroom: Encouraging Children's Intuitive Creativity withWords through Poetry.
Literacy, 41(2), 93-101.
Quotes About Poetry (3004 quotes). (n.d.). Retrieved November 18, 2012, from http://www.goodreads.com/quotes/tag/poetry
Routman, R. (2000).Conversations Strategies for Teaching, Learning, and Evaluating. Portsmouth:Heinemann.
Routman, R. (2000). Kid's Poems Teaching Third and Fourth Graders to Love Writing Poetry. New York:Scholastic.
Stange, T., & Wyant, S. (2008). Poetry Proves to be Positive in the Primary Grades. Reading Horizons, 48(3), 201-212. Retrieved November 2, 2012,
from http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1087&context=reading_horizons
Tompkins, G. (2012). Poetry Writing. Teaching Writing Balancing Process and Product (6 ed., pp. 154-177). Boston:Pearson.
Wicklund, LaDonna. "Shared Poetry: A whole language experience adapted for remedial readers." The Reading Teacher 42 -7 (1989): 478-481.
poetry before they begin writing their own. Soups and salads represent the smaller lessons teachers can use to help students become successful poets. It is important to conduct these mini lessons because it helps scaffold struggling writers. Main dishes represent where a great deal of lesson time should be spent. It is important that students be given ample time to write independently, as well as time to confer with others about the poems they have written or read. Just like at the end of a meal, these desserts come after the main lesson and really help bring excitement to poetry writing. Students should have a place to write their poems, and be given time to share them with their peers. Finally, the beverages serve as small reminders about things to include in your poetry lessons, as well as the refreshing benefit of poetry.
References:
Cumming, R. (2007). Language Play in the Classroom: Encouraging Children's Intuitive Creativity withWords through Poetry.
Literacy, 41(2), 93-101.
Quotes About Poetry (3004 quotes). (n.d.). Retrieved November 18, 2012, from http://www.goodreads.com/quotes/tag/poetry
Routman, R. (2000).Conversations Strategies for Teaching, Learning, and Evaluating. Portsmouth:Heinemann.
Routman, R. (2000). Kid's Poems Teaching Third and Fourth Graders to Love Writing Poetry. New York:Scholastic.
Stange, T., & Wyant, S. (2008). Poetry Proves to be Positive in the Primary Grades. Reading Horizons, 48(3), 201-212. Retrieved November 2, 2012,
from http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1087&context=reading_horizons
Tompkins, G. (2012). Poetry Writing. Teaching Writing Balancing Process and Product (6 ed., pp. 154-177). Boston:Pearson.
Wicklund, LaDonna. "Shared Poetry: A whole language experience adapted for remedial readers." The Reading Teacher 42 -7 (1989): 478-481.